This presentation highlights the lack of diversity within the psychology educational pipeline and workforce. Understanding the hindering experiences that URM (underrepresented minorities) face throughout their educational and professional careers permits the creation and implementation of strategies to mitigate such barriers and negative experiences to help increase diversity. This presentation offers insight on URM participation trends in the field; barriers faced by URM; strategies to support URM and increase their recruitment; potential avenues to create more psychology opportunities.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Presumed Incompetent: The Intersections of Race and Class for Women in AcademiaCarmen G. Gonzalez
Presumed Incompetent is a path-breaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. http://www.amazon.com/Presumed-Incompetent-Intersections-Class-Academia/dp/0874219221
Slides from a presentation given at the excellent American Association of Geographers 2016 conference with a focus on social disability issues and mapping applications. Data was sourced from the American Community Survey.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Developing an Academic identity for Widening Participation Students in Higher...Professor Kaz Stuart
This slideshow describes a small scale action research project initiated due to academics concern that non-traditional students were not getting an equitable higher education.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Presumed Incompetent: The Intersections of Race and Class for Women in AcademiaCarmen G. Gonzalez
Presumed Incompetent is a path-breaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. http://www.amazon.com/Presumed-Incompetent-Intersections-Class-Academia/dp/0874219221
Slides from a presentation given at the excellent American Association of Geographers 2016 conference with a focus on social disability issues and mapping applications. Data was sourced from the American Community Survey.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Developing an Academic identity for Widening Participation Students in Higher...Professor Kaz Stuart
This slideshow describes a small scale action research project initiated due to academics concern that non-traditional students were not getting an equitable higher education.
Cultural Competence and PovertyExploring Play Therapists’ AOllieShoresna
Cultural Competence and Poverty:
Exploring Play Therapists’ Attitudes
Lauren Chase and Kristie Opiola
Department of Counseling, University of North Carolina at Charlotte
This article reports the findings of a survey that investigated attitudes toward poverty
among play therapists (N � 390) and its relation to demographic information. Multi-
variate analyses of variance (MANOVA) were used to measure the relationship
between play therapists’ demographics and their attitudes toward poverty, specifically
their structural, personal deficiency, and stigma scores. Results indicated that both
region and age resulted in differing views on poverty. Participants living in the
Northeast held stronger structural views of poverty than participants in the South.
Similarly, participants in the 50 –59 and 60 plus age groups disagreed to strongly
disagree with a personal explanation toward poverty than participants in the 30 –39 age
group. The importance of play therapists’ examining their attitudes toward poverty and
the direct impact on their work is discussed. Finally, implications of the results,
including overall findings, are explained.
Keywords: play therapy, attitudes of poverty, cultural competence
Culturally competent training is an element
of credentialing requirements that ensures men-
tal health providers offer adequate and respon-
sive care to diverse populations. Although the
mental health field has embedded cultural com-
petence in their standards and guidelines, there
are discrepancies in the way the profession as-
sesses and measures competence (Sue et al.,
1996). Researchers have investigated attitudes
toward poverty in the helping professions
(Levin & Schwartz-Tayri, 2017; Noone et al.,
2012; van Heerde & Hudson, 2010; & Wit-
tenauer et al., 2015), but no study has focused
on play therapists’ attitudes toward poverty.
The purpose of this study is to fill a gap in the
literature regarding play therapist’s attitudes to-
ward poverty because awareness and knowl-
edge are key elements to implement culturally
responsive services and skills with diverse chil-
dren in a variety of settings.
Cultural Competence
Cultural competence is an important compo-
nent of professional practice, and practitioners
are expected to develop skills and understand-
ing pertaining to diverse clientele. Researchers
define cultural competence as the set of beliefs,
knowledge, and skills mental health providers
possess in order to deliver effective interven-
tions and services to members of various cul-
tures (Gilbert et al., 2007; Sue, 2006). The New
Freedom Commission on Mental Health (2003)
recognized disparities in mental health delivery
and viewed the lack of cultural competence for
minority populations as a persistent problem.
Culturally competent health care is essential to
providing effective care to all populations. To
aid practitioners in their ability to increase their
cultural competence, leading professional men-
tal health associations have published ...
Nursing students face numerous stresses and challenges that pose threat to their well-being. They require guidance in order to attain satisfactory adjustment in all aspects of daily life in this critical stage of their development. Thus, this study was conducted to determine the guidance needs of nursing students in selected schools in Iloilo City. The sample of this descriptive, comparative study consisted of 283 randomly selected students from four nursing schools in Iloilo City. The Guidance Needs Inventory for Nursing Students (GNINS) developed by the researchers was used to gather data. Frequency, mean, standard deviation, and rank were used to describe the data. Independent Samples t-Test and ANOVA set at 0.05 alpha were employed to find out significant differences between variables. The study revealed that nursing students need guidance to a moderate extent. They need more guidance on the aspects of career and academic. Further, results indicated no significant differences in the guidance needs of nursing students when grouped according to sex, gender, year level, residence, type of school, living arrangement, employment status of parents, monthly family income, number of siblings, birth order and type of family. Guidance remains to be an integral part of nursing education. Continued provision of guidance responsive and relevant to the needs of nursing student cohort is therefore necessary.
COVER 4 COVER 1 National Organization for Human Se.docxvanesaburnand
COVER 4 COVER 1
National Organization for Human Services
Journal
of Human
Services
A Journal of the
National Organization
for Human Services
Volume 34, Number 1 ● Fall 2014
ISSN 0890-5428
National Organization for Human Services
Journal
of Human
Services
A Journal of the
National Organization
for Human Services
Volume 34, Number 1 ● Fall 2014
ISSN 0890-5428
Journal of H
um
an S
ervices • Volum
e 36, N
um
ber 1 ● Fall 2016
How do you measure
student success?
� e HS-BCP exam provides us with data on student
performance in distinct areas of our curriculum. We use the
results for our annual evaluative data to determine if we are
meeting our outcome objectives.
“
–Susan Kinsella, Ph.D., MSW, HS-BCP
Dean, School of Education and Social
Services Saint Leo University
The Human Services-Board Certifi ed Practitioner Examination
(HS-BCPE) independently verifi es a student’s human services
knowledge. It was created through the collaboration of human
services subject matter experts and normed on a population of
professionals in the fi eld. The HS-BCPE covers the following areas:
Access objective results on your student’s knowledge of
human services principles and measure the strength of your
human services program. Learn more:
http://www.cce-global.org
™
How do you measure
student success?
1. Assessment, treatment planning and
outcome evaluation
2. Theoretical orientation/interventions
3. Case management, professional
practice and ethics
4. Administration, program development/
evaluation and supervision
National Organization for Human Services
Journal
of Human
Services
A Journal of the
National Organization
for Human Services
Volume 36, Number 1 ● Fall 2016
ISSN 0890-5428
63263_NOHS_covers_nk.indd 1 9/20/2016 7:30:25 AM
COVER 2 COVER 3
Raise your career a degree.
Bachelor of Science
Human Services
Leadership Online
Accelerated courses and
dedicated advisors—learn more!
online.uwosh.edu/hslo
Master of Science
Transnational Human
Services Leadership
Rolling admission and no GRE
required—apply today!
uwosh.edu/go/thsl
Earn your
bachelor’s or
master’s degree
ONLINE from
UW Oshkosh.
63263_NOHS_covers_nk.indd 2 9/20/2016 7:30:25 AM
Journal of Human Services Fall/2016
1
National Organization for Human Services
The National Organization for Human Services (NOHS) was founded in 1975 as an
outgrowth of a perceived need by professional care providers and legislators for
improved methods of human service delivery. With the support of the National
Institute of Mental Health and the Southern Regional Education Board, NOHS focused
its energies on developing and strengthening human service education programs at the
associate, bachelor’s, master’s, and doctoral levels.
The.
The course "Diversity in Academia: Problems and Solutions" by Dr. Aldemaro Romero Jr. is now available for free. It deals with the problems associated with diversity in colleges and universities and proven solutions to that problem.
It can be viewed at: https://www.youtube.com/watch?v=1gAoAvcC6NY&t=5s
Supporting sexual and gender diversity in the classroomMarion Piper
A paper suggesting a model and vision for muticultural education in schools which recognises, accepts and embraces diversity of difference in others to develop respect, mindfulness and inclusion as the norm.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
presentation at Minorities in Clinical Psychology Training ConferenceRichard Pemberton
Presentation at Minorities in Clinical Psychology Training Conference Birmingham 6th May 2014 Slide preparation was supported by Celia Smith assistant psychologist. An article written by her about this subject will be appearing in Clinical Psychology Forum in the near future.
Similar to Increasing Diversity: Calls to Action In Psychology (20)
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. URM
● Black/African Americans
● Hispanic/Latinos
● Asian Americans
● American Indians
● Women
● Students with Disabilities
A QUICK NOTE
3. ● Increased access to healthcare for
communities of color
● Potential to make advancements
in healthcare and its delivery to
patients
● Improved competence in research
and overall knowledge due to
diverse perspectives
(Smedley, Butler, & Bristow, 2004)
Why is diversity important?
4. ● Understanding the degree of underrepresentation
● Building understanding of the barriers URM face
● Offering recommendations to support, recruit, and retain URM individuals
● Providing avenues for creating more psychology opportunities
Overview
10. Source: National Science Foundation (2004-2017 data) and NSF 2017, as cited in Luebbe & Ogbaselase, 2018).
11. Disabled URM
● ❝Psychologists are aware of and respect cultural, individual, and role
differences, including those based on age, gender, gender identity, race,
ethnicity, culture, national origin, religion, sexual orientation, disability,
language, and socioeconomic status.❞
(APA, 2010, as cited in Andrews & Lund, 2015)
● Student population consists of 11% students with disabilities
(U.S. Department of Education, 2015, as cited in Andrews & Lund, 2015)
● Merely 1% of articles in top-tier journals focus on this population
(Andrews & Lund, 2015)
12.
13. Source: American Psychological Association (2014). 1985-1986 and 2013: Proportion of Male
and Female at Each Academic Rank.
15. Tokenism
– S, Clinical
Psychologist
● ❝ The practice of making only a perfunctory or symbolic effort to do a
particular thing. ❞ (Merriam-Webster)
● Continuously having to prove themselves to the rest of the department
(Kameny et al., 2013)
❝ I was asked to speak several times on behalf of
the entire African American population due to
being the only one in the lecture hall. Such
moments only made me feel more like an
outsider and seemed to confirm that I didn’t
belong. ❞
● Tokenism brings URM individuals feel “isolated and unwelcome”
(Lewis, 2004, as cited in Vasquez et al., 2006)
16. Insufficient Financial Aid
● Racial/ethnic minorities are more likely to take out loans, rely on employment, and/or
rely on their families for financial assistance (Luebbe & Ogbaselase, 2018)
● Linkage found between students with disabilities and poverty (Banks and Pollack,
2014; WHO and World Bank, 2011)
● Increased living costs due to disability have been associated with lower levels of
education completed, exacerbated health issues, and limited chances of hire for this
population (Banks and Pollack, 2014; WHO and World Bank, 2011)
17. Barriers for URM with Disabilities
● Visible disabilities painting beliefs of disabled persons being less
competent and helpless (RRTC, 2013)
● Less than half of participants in a 2014 study of graduate
psychology students seeked accommodations; students may
also lack knowledge in available supports
(Kutscher & Tuckwiller, 2019)
● Most experienced disability-related discrimination,
thus most do not reveal their disability status during
applying for opportunities (Kutscher & Tuckwiller, 2019)
18. Need for Student
Mentors
Lack of URM Faculty Available
WOC Mentor Needs
Unmet
● Understanding
institutional
requirements regarding
“tenure, and promotion”
(Vasquez et al., 2006)
● Decreased performance
in coursework, limited
career trajectory, anxiety
and stress, and
influenced retention
rates
(Remaker, Gonzalez,
Houston-Armstrong, &
Sprague-Connors, 2019)
● Faculty members are
more likely to mentor
students who are like
themselves (Graves,
Newell, Harrell, & Wells,
2019)
● Offer both emotional
and social support, as
well as foster
professional
development (McHenry,
1997 as cited in Vasquez
et al., 2006)
Demand from Few
URM Faculty
● ❝ As one of the only
minority faculty at my
PWI, the department
assigned me to mentor
too many students on
the sole basis of my
race/ethnicity. I was
stretched thin… there is
too much being
demanded of few
minority faculty. ❞
– L, Psychology Professor
19. Racial Microaggressions
● Wound physical/mental health & create
bitter workplace culture (Sue et al., 2011)
● ❝I feared losing control of the situation,
making students upset, and this
resulting in negative evaluations…
Remaining objective, handling situations
with exercised caution and... taking in the
microaggressive comments of students
left me both wounded and stressed
out.❞
– R, Psychology Professor
20. Racial
Microaggressions,
Continued
❝ White peers made nothing of it and told me I was
oversensitive. I talked to the department head and
remember they seemed sympathetic yet no changes have
been made to change the culture. Being told I’m
oversensitive only worked to simply invalidate my
experiences and belittle them. I am not the only minority
faculty member who has undergone this in my workplace. ❞
– T, Mental Health Counselor
22. Mentoring
● Program satisfaction and commitment to
profession (Maton et al., 2011)
● Provide “psychosocial support, role
modeling, & professional development”
(Remaker, Gonzalez, Houston-Armstrong, &
Sprague-Connors, 2019)
● Discussions about barriers for URM
(Niemann & Sanchez, 2015, as cited in Callahan
et al., 2018)
● Most effective when mentors are culturally
competent
(Remaker, Gonzalez, Houston-Armstrong, &
Sprague-Connors, 2019)
23. What is Cultural Competence?
❝ Cultural competence is the ability to understand,
communicate with and effectively interact with people
across cultures. ❞
(Center for Research and Education on Violence Against
Children and Women, 2017)
● Recognize one’s own biases
● Actively challenging such biases
(CREVAWC, 2017)
24. Culturally Competent Faculty
● Implementation of diversity
courses
● Racially diverse faculty hires
● Increased URM mentorships
(Callahan et al., 2018)
● Offering/inviting faculty to
affirmative action workshops
● Providing for attendance to
conferences such as The National
Multicultural Conference and
Summit
● Offer incentives for engaging in
“multicultural activities, research…”
(Callahan et al., 2018)
25. Actions Needed to be Taken
Policy
● Condemns discriminatory
behaviors to protect all URM
members
(Sue et al., 2011)
Consideration
● Racial microaggressions
and effect on student
behavior in negative
student evaluations
(Sue et al., 2011)
26. Disability Supports
● Increased understanding/support needed in faculty for students with disabilities
(Australian Human Rights Commission)
● Positive experiences with faculty resulting in increased confidence in self-
advocacy (Kutscher & Tuckwiller, 2019)
● Guidance with disability disclosure and available accommodations given at the
beginning of training programs (Callahan et al., 2018)
27. Cultural Relevance
● Highlighting contributions of URM
psychologists and relating
background to coursework
● Attract URM and push them to
pursue graduate study
● Raising more culturally competent
psychologists early
(Chandler, 2011, as cited in
Ogbaselase, 2018)
28. Additional Recruitment Strategies
URM Students
● Providing attractive
financial aid packages
(Mitchell & Crosby, 2016)
● Connections with
HBCUs and HSIs
● Pipeline programs
Disability Faculty
● E.A.R.N.
● W.R.P.
Racial/Ethnic
Faculty
● Existing connections
● Diverse hiring
committees
● Ensuring success and
support of current
faculty
30. ● Offering more psychology internship
positions for HS freshmen/sophomores
● Internship programs can expand to also
include these students
● Internship program directors/staff to visit
high schools in communities of color
● Have URM students in program talk about
experiences, encourage them to apply
Earlier Recruitment Opportunities
31. Doctoral Program Efforts
● Partner with existing
internships to generate more
positions
● Individual doctoral programs
can work together to
collectively supply one
program
(Doran & Cimbora, 2016)
● Identify different funding
streams for associated costs,
such as research grant
programs
(Doran & Cimbora, 2016)
● Psychology Internship
Development Toolkit
supplies possible funding
means
(Campbell et al., 2015)
32. Pipeline Programs
● Existing programs that have been
successful in recruiting/retaining URM
● INNOVATIONS recruits high school/
college students interested in psychology
● Offers research/internship opportunities,
mentoring, graduate advising, etc.
● Master’s and doctoral program enrollment
of 75% of students
33. ● Opportunities exist, but success remains tied
to the support of institutions
● Need for institutions to effectively address
URM barriers
● Access can be increased through institutional
actions
Assessments on Access to Opportunities
34. ● Validated struggles as a URM
● Increased awareness of URM barriers/needs
from institutions
● Improved understanding of beneficial
supports
● Increased confidence in advocating for
personal and community needs from PWI
Personal Takeaways
Let’s take a look at URM participation trends in psychology
This pie graph demonstrates the diversity of the psychology workforce from 2007-2016. According to American Psychological Association (APA), vast increases were seen in these minority group populations from 2007-2016 in the psychology workforce, with Asian, Black/African American and Hispanic/Latino populations increasing by an average of 92%, 75%, and 76%. When compared to the US population however,
the psychology workforce in terms of ethnic/racial minority remains greatly underrepresented, and fails to reflect our national population
2001-2013 data from the National Science Foundation on pre-tenure minority faculty reveal an upward trend in pre-tenure faculty for URM, although it should be pointed out that all minority groups fall under only consisting of 9% of pre-tenure faculty
Tenured faculty data in contrast reveal heavy underrepresentation, with all minority groups consisting of a mere 5% of all tenured psychology faculty. Lack of minority tenured faculty works to further speak to URM encounters with significant burdens in the tenure process
All ethnic minority backgrounds experienced an increase in the number of earned psychology Bachelor’s degrees according to 2004-2014 data from the NSF.
However, despite Black/African Americans and Hispanic/Latinos accounting for 12.3% and 15.8% of earned psychology Bachelor’s degrees, these groups only make up 7% and 11% of students admitted into doctoral programs
“leaky pipeline” illustrates that underrepresented racial/ethnic minorities undergo certain significant barriers that work to discourage/refrain them from pursuing doctoral work (Luebbe & Ogbaselase, 2018).
Disabled URM also undergo a great lack of representation, not only in the pipeline but also in research.
The quote listed above is APA’s def of diversity. Despite APA citing disability within the definition, as well as the US Department of Education stating that the student population consists of 11% students with disabilities, only 1% of articles in top-tier journals are found to focus on this underrepresented population
This figure from the US Census Bureau shows that, in contrast to the growth of racial/ethnic minority groups in the psychology workforce as previously mentioned, the population of individuals with disabilities has remained stagnant from 2007-2016, representing only 5% of psychologists. Further burdensome is the fact that only 2% of doctoral program faculty are psychologists with disabilities. Research lacking for disabled individuals as well as such stagnant trends is highly concerning (Lin, Stamm, & Christidis, 2018).
Lastly, let’s take a look a trends for women. according to the american psychological association, more women have entered the field and now comprise 65% of the workforce compared to 57% in 2007, holding overrepresented status in the field. It should be noted, however, that although women are overrepresented in the field, they remain underrepresented “as associate professors and full professors.” Women only accounted for 35% of professors, and less than 50% of associate professors. While improving since 1985, women remain overrepresented at the lowest academic ranks.
Move to one side and limit words if possible, add photo of money or photos associated with costs
SERIOUSLY limit amount of words on screen but still cite in-text!
Picture of teacher handling students screaming or angry with one another
Include photo- maybe people discussing in conference professionally!
Someone speaking passionately to another individual
Disability student and teacher communication or guidance
Coursework photos or classes with college students (diverse)
